Learn With Mrs. Rollins
Classroom Handbook
Harmony Elementary
2nd Grade
2013-2014
Contact Me:
E-Mail: Cassandra.barnett@oldham.kyschools.us
School Phone: (502) 228-2228 ext. 104
Website: www.oldham.kyschools.us/Harmony
Class Website: www.msbarnett3rd.weebly.com/
Daily Schedule
7:25-7:45...Unpack, Lunch Choice, Agenda, & Morning Work:
At this time, students demonstrate responsibility by turning in notes, choosing their lunch, putting away
their backpacks, hanging up their coats, completing the planner message and any morning work. It is
helpful if your child arrives at school at 7:30 so they have time to complete their morning work, which
is an opportunity to review and practice previous learned concepts. Arriving at school at 7:30 allows
your child time to settle in and not feel rushed. Breakfast is only served from 7:30 to 7:45.
7:50-8:20…Pledge of Allegiance, Morning Meeting, and Calendar:
We begin our day by saying the Pledge of Allegiance and then move on to our morning meeting. We
start each meeting with a “greeting” on the carpet. Then we do an activity to work on our social/mega
skills. I announce any news and talk about our day ahead. We then conduct calendar activities to
reinforce math concepts and calendar skills.
8:10-8:50… Science / Social Studies Workshop / Snack
During this time, students are involved in instruction and hands-on projects that are centered on
science and social studies concepts. Concepts will also be reinforced with differentiated reading
texts/passages. Science and social studies instruction will alternate.
9:00-9:50…Math Workshop
Math Workshop includes multi-level instruction, skill development, and practice in mathematics.
Students will participate in mini lessons both whole group and small group, and they will frequently
work and learn cooperatively with hands-on activities.
Students participate in guided reading focusing on individual goals for each student.
9:50-10:35…Guided Reading / Individual Conferences
Students participate in guided reading focusing on individual goals for each student.
10:35-11:00…Health and Wellness
Lunch
Mrs. Rollins: 11:07-11:32
Mrs. Burger: 10:55-11:20
Mrs. Lindauer: 10:59-11:24
Mrs. Starke: 11:03-11:28
11:32-11:55… Read Aloud / Word Work:
We will be reading many books aloud, discussing books, and completing related activities focusing on
comprehension, retelling, dramatization, as well as higher level thinking skills such as analysis and
synthesis. During this time, we also study words and sound patterns, along with phonics and
grammar/correctness skills in order to help us become better readers and writers. This will include
words that are used frequently (word wall words) and word family words.
11:55 – 12:40…Related Arts:
Art, Physical Education, Music, and Technology are on a six day rotation at Harmony Elementary. On
Wednesdays students will also participate in library or technology classes for a half an hour. Teachers
specializing in each area provide services.
Music Teacher: Mr. Younce
P.E. Teacher: Mrs. Kinnison
Art Teacher: Mrs. Connell/Mrs. Anderson
Technology: Mr. Freyer
Library: Mrs. Clark/Mrs. McKinney
12:40-1:20…Reading Workshop:
During Reading Workshop, students will participate in whole-group instruction. Students will also
have the opportunity to independently read a just right book, while I confer with students to practice
specific decoding and comprehension strategies.
1:20 – 2:05… Writing Workshop:
During short mini-lessons, I offer and demonstrate writing strategies that the students can use to
improve their writing skills. The students then write independently implementing these strategies in
their own writing. I confer individually and with small groups about writing during this time as well.
Students also have the opportunity to share and gain feedback from their peers during share time.
2:10-2:20…Afternoon Jobs/ Take Home Folders:
This is when we come together to review our day, collect take home folders, complete our classroom
jobs, and pack our bags.
*Agendas, Take Home Folders, and Reading Logs will go home daily and are expected to be brought to
school every morning.
*Wednesday envelopes (with school wide information) will come home every Wednesday and should
be signed and returned to school every Thursday.
2:20…Dismissal 1st Husky Hideout, 2nd Car Riders, 3rd Bus Riders
*If your child has a transportation change or note for the office please write it on a separate piece of
paper and put in your child’s take home folder. Please remember if your child will be transported
home in any way other than the usual way, I must have a note with your child’s full name, my name,
date, an explanation of the change, and a signature.
Homework
Homework is assigned for the following reasons:
 to practice a concept or skill that has already been taught within the classroom
 to promote good study habits
 to develop positive attitudes toward school
 to demonstrate to students that learning can also take place outside of the school setting
Reading (Monday – Friday) (1 activity/week)
Students practice reading with mom/dad at home for 15 minutes each day. This means you read to
them or vice –a- versa. You can help develop your child’s reading comprehension by discussing what you
have read. For example, talk about the characters, the setting and the plot of the story. You can then
compare the current story you are reading with other books you have read. Please have your child fill
out their Reading Log each night.
Here are some ways you can help your child with reading:
*Make sure there is a special “home reading” time each day.
*Read a story, some poems, or a letter each day.
*Listen to your child read or you read to your child each day.
Here are some ways you can help your child when he/she comes to a word that is unfamiliar:
*Wait a moment and let your child think about it.
*Remind your child to look at the pictures for a clue.
*Suggest to your child to look at the first letter and “get your mouth ready” to sound it out.
*If he/she still can’t get it, TELL them the word.
Here are some ideas to talk about after you have finished reading:
*What did/didn’t you like about the story?
*What did you think of the story?
*What did you think about the illustrations (pictures)?
*How does this connect to your life?
*Can you retell the story?
Notebook Review/Reflections
Periodically your child will bring home their Reflection Notebook to share with you. This is an
opportunity to look through your child’s notebook and see what they’ve been learning. Don’t forget to
respond to your child’s reflection with a short note. It makes them feel proud of all their hard work and
effort. They will have the opportunity to share your response with their classmates. Please make sure
the notebook comes back the next day.
Math (1-2 activities/week) Reinforcement Activities
___________________________________A Note about Spelling
The experiences most of us had in school led us to believe that spelling is a matter of memorizing words
and being able to reproduce them on demand. The primary teachers have found through our research
into best practices that this is not the case. Memorization plays a part in the spelling process, but there
are many other skills necessary for a person to be a successful speller. We know that if our students are
to learn to spell, our teaching must include the following components:
 Children must write daily in order to learn to spell. The more writing they do, the more they learn
about spelling. Spelling is a skill of constructing words, not of memorizing words. Therefore
children who learn to “invent” spellings know more about our spelling system and are ultimately
better spellers than those who have only tried to memorize words. Invented spelling will not
“stick”. Children will not memorize invented spellings and maintain them throughout their lives
any more than they retained baby talk. However, “invented” spelling is the first step toward
developing the skills necessary to spell words correctly.
 Children must read daily. Children will learn to spell the way they learned to talk-by approximating
what they see/hear around them, and gradually getting closer and closer to standard English. If
they read a lot, they will see standard spellings far more often than invented spellings. From these
models and from the help and instruction we give, children will build their knowledge of how words
are constructed, gradually come closer to standard spelling, and abandon their “inventions.”
 We will be instructing students in the following ways in order to increase their spelling ability:
1. Matching sounds with letters.
2. Studying word and sound patterns (e.g. “at” family and “ight”)
3. Considering how a word is used. (for example, past tense adds “ed” to a word, even if it sounds
like “it”)
4. Considering the meaning of a word: (e.g. “please” and “pleasant” have the same vowel
combinations, even though they are pronounced differently. It is the meaning that gives you
the correct spelling, not the sounds.)
We will be assessing students’ spelling through their writing and also through specific lists designed to
show us which patterns and strategies children know and can apply.
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Second Grade Classroom Expectations
Be Safe
Be a Bucket Filler
Keep the School Clean
Follow Directions
Here at Harmony Elementary, we believe in natural and logical consequences. We strive to promote
positive behavior and always try to provide positive reinforcements that are not in the form of tangible
objects (no treasure chests or colorful behavior charts). We believe in working as a team and
community where everyone can offer their strengths to the whole group. Negative situations will be
handled on an individual basis, with logical consequences. It is my job as a teacher to make every child
feel comfortable in the classroom and that begins by modeling and setting positive examples on how to
make good choices to help everyone grow and learn in our classroom.
Here are some examples of positive reinforcements in the classroom:
*Verbal Praise/Compliments:
Good Job! Way to go! Thanks for helping! I love your helping hands!
*Class Celebration: examples include…
Pajama Day! Hat Day! Lunch with a movie! Lunch with the teacher! Lunch with a friend! Read with a
friend! Extra Free Time! Game Time! Special share time!
*A Good Note Home
*A Good Phone Call Home
*Sit in a special chair
*Hugs and High Fives
Here are some examples of logical consequences:
*Verbal Warnings
*Losing the right to use things
*Teacher “chooses” free time activity
*Phone call or letter home
*”Think Time”…take time to cool off away from others
School Expectations
Bathrooms:
 Use toilets, sinks, and hand dryers appropriately (one squirt of soap, touch dryers gently,
etc.)
 Wash Hands
 Zero Talking
 Leave Promptly
Playground:
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Use equipment appropriately
Use caring hands and feet
Stay within zone
Running and gaming playing is to be done on grassy areas
Cafeteria:
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Stay seated and raise hand
Only eat your food
Clean up your own mess
Use indoor voices
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Walk in a single file line
Keep hands and feet to self (and off the walls)
Zero Talking
Wait at stopping point for teacher
Hallway:
Assemblies:
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Walk on steps, use rail
Quiet feet
Listen and participate
Show appropriate appreciation
Our Classroom Philosophy is based upon the book Have You Filled a Bucket Today? by Carol McCloud.
Bucket Fillers say and do nice things for themselves and others.
Our Class Promise:
I promise to do my
best to be a bucket
filler every day at home,
at school, and everywhere I
go.
___________________________School Wide Food Policy
1) No food may be brought in for celebrations (birthdays, holiday parties, writing celebrations, end
of the year activities, etc.). Only Nonfood items (pencils, erasers, stickers) may be used for
celebrations.
2) No food will be used for instruction, prizes, awards, or treats during school.
Our Class’s Healthy Snack List
Please…NO Nut Snacks!!!
Each child is allowed to bring a healthy snack and a SMALL water bottle each day.
Examples include:
- Carrots
- Broccoli
- Celery Sticks
- Cheese Stick
- Fruit
- Crackers
- Pretzels
- Dried Fruit
- Apple Sauce
- Popcorn
- Rice Cakes
- Granola Bars
- Cereal Bars
_______________________________________Second Grade Curriculum
Social Studies
 Community Building/Mega Skills
 World Geography
 Westward Expansion: Pioneers, Native Americans
 Early Civilizations: China, India, Greece
 The Civil War
 Civil Rights
 Modern Civilizations and Culture-Japan
 Earth Landforms
 Symbols and Figures
Science
 Cycles of Nature(Seasons, Animals, Insects)
 Simple Machines
 Magnetism
 The Human Body (Cells, Digestions, Nutrition)
Math
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Learning to use mathematical tools and problem solving
Measurement
Graphs
Addition and Subtraction Strategies
Number and Operations
Algebra
3D and 2D shapes
Whole-Number Operations and Number Stories
Patterns and Rules
Fractions
Place Value
ELA (Reading and Writing)
Unit 1: Building a Literate Community
Building a classroom culture where literacy is valued is the focal point of this foundational unit. Deliberate and
thoughtful instruction on the routines and rituals of the workshop structure, as well as delineation of the roles of
the teacher and student, helps set the stage for the development of a classroom environment where thinking,
inquiry, collaboration and student independence are nurtured. An emphasis is placed on having students take
personal responsibility for their learning and for knowing “what to do when I don’t know what to do”. Students
begin their yearlong journey of examining what it means to be literate through an overview of the reading and
writing experience.
Unit 2: Building Bridges with Unlikely Friends
In this fourth second grade unit, students explore literal and figurative language through the theme of building
bridges. Students begin to understand that objects or phrases can represent events, experiences, etc. in life
(metaphors). The reading focus of this unit is on teaching students to think deeply about the fictional characters in
a story and the problems those characters face. This unit invites students to begin to understand that the physical
attributes of something (bridge) can support a real-life understanding of the interactions of people (friendship).
There is an emphasis on word choice, meaning, and language. There is also a focus on friendship and students
being able to write letters as a way to build bridges toward making new friends in a different school located in a
different regional setting, if possible. The work in this unit is a “bridge” toward Unit 5 where students will be
asked to better understand the perspectives of characters in both literary and informational texts and focus on a
main topic as they continue to work on informative/explanatory writing and begin narrative writing.
Unit 3: A Season for Chapters
In this second unit of Grade 2, students focus on the beauty of language—in chapter books, informational texts,
and poetry—related to the four seasons. The intent of the unit is to help students begin to understand how an
author purposefully weaves a text together around a main topic and with a strong beginning and ending.
Something new for second-graders in Unit 2 is the idea that an author intentionally writes each paragraph to have
a purposeful focus and that all of the paragraphs in a text combine to create a longer, cohesive piece. While
students will be asked to do different types of writing throughout the learning events in this unit, the focus is on
shared research as a way to scaffold students toward independently completing an informative writing piece in
the next unit. The exposure to the rich language in all different types of texts in this unit leads students to
understand the importance of deliberately choosing their words as they craft their own writings.
Unit 4: The Wild West
In Unit 3, students read literature set in the “Wild West”: chapter books, informational texts, songs, tall tales, and
fairy tales. The “Wild West” theme gives students exposure to a large array of different types of literature while
building their background knowledge about one part of American history. Students will be asked to analyze tall
tales as they try to separate truth from fantasy and compare two or more versions of the same story. Some of the
suggested texts and learning experiences in this unit help students begin to understand the power of developing a
strong setting, built around factual information. This unit also builds on the shared research in the last unit as
students will be asked to research and write a short informative/explanatory piece. This writing focus will
continue in the next unit. Students will also continue to focus on the main purpose of an informational text in the
next unit.
Unit 5: A Long Journey to Freedom
Moving forward with Unit Four’s “building bridges” focus of making friends and thinking deeply about fictional
characters, students recognize the long and multifaceted effort to break down barriers to racial equality in the
United States in this unit. By reading both literary and informational texts, students see the links between
historical events and the people at the center of those events. This unit focuses on students reading and
comparing both fictional accounts as well as informational texts (e.g., biographies, autobiographies) to
understand how multiple perspectives weave together events in history. Students write both narrative and
opinion pieces in this unit and there is an emphasis on using digital tools to collaboratively
produce a product. This unit work is preparing students to write stronger, well-developed narrative pieces in the
next unit and to learn to compare and contrast main points as they begin to write opinion pieces in this unit.
Unit 6: Hand Me Down Tales from Around the World
In Unit 6 of second grade, students continue to practice opinion and narrative writing as they read poetry and a
wide variety of legends, folktales, and informational books from around the world. The nonfiction books in this
unit will help build students’ schema about world geography and culture. There is a different slant on narrative
writing in this unit as students will be asked to write an imaginary narrative. Although students
compared versions of tales in unit three and tried to separate reality from fantasy in some tall tales, they will now
compare a narrative version of a story to a poetic version, using tales such as The Pied Piper, as they once again
try to determine what is real and what has been exaggerated. Students will continue to study the central
message, lesson or moral of the different literary texts. Students develop independent reading skills as they read
texts on grade level (and beyond) throughout this unit. The continued work with opinion pieces is helping prepare
students for the next unit when the focus will be on using facts from informational texts to solidify their personal
opinions.
Unit 7: Taking Care of Ourselves
Throughout this school year, second graders have worked hard to build background knowledge and stamina as
readers and writers as they have learned more about their world. This unit pulls them back to themselves and
introduces topics that are pertinent to their own lives. In this final unit of second grade, students will be
challenged to show how they have grown as readers, thinkers and writers as they are asked to independently
complete several tasks. Students will enjoy a wide range of reading and revisit informative/explanatory writing
while studying human body systems and healthy eating habits. Students’ reading fluency and comprehension
skills will be stretched as they are asked to independently discover the hidden messages in a diverse group of
fictional texts that all have a food theme. Students will continue to be challenged as writers as they must use
evidence from texts to support their personal opinions.
Writing Workshop
An important part of our classroom is writing workshop. Writing development must be nurtured in the
context of personal writing. Writing Workshop gives children this opportunity. Children write as best as
they can (in invented spelling) with the letter and sounds they know. Children are encouraged to write
poems, stories, letters, cards, lists, and many other different forms of writing for a variety of purposes. I
am helping children learn that what they say is important and that it can be written down. I believe helping
students create a life around writing will help them become better writers. Children will grow as writers
by having daily time to write, selecting their own topics, writing for authentic purposes, receiving
responses to their writing, and writing for real audiences.
Some ways to help your child with writing at home
*Encourage your child to write the shopping list for the grocery store.
*Encourage your child to make birthday cards for family members.
*Encourage your child to write books, poems, letters, etc. Have your child read his/her writing to you!
*When your child brings home writing, read and hang it up. Have a celebration!!
*Keep a log when you go on trips and daily outings. Have fun!!
How You Can Help….
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Initial the agenda every evening
Look through your child’s Take Home Folder
Look through your child’s Wednesday Folder
Check your child’s homework
Respond to your child’s reflections
Read with your child and fill out the Reading Log
Pack a healthy snack
Check the website/email once a week
Collect box tops (The money goes to classroom use)
Come and have lunch with your child every now and then
Put lunch money with child’s name and number on the
check in an envelope
 Contact me with concerns not matter how big or small!
THANKS FOR YOUR SUPPORT!!!